scholarly journals Implementasi pemanfaatan google classroom, google meet, dan instagram dalam proses pembelajaran online menuju abad 21

2021 ◽  
Vol 1 (5) ◽  
pp. 533-541
Author(s):  
Kusuma Dewi ◽  
Tuisda Pratisia ◽  
Alfyananda Kurnia Putra
Keyword(s):  
Learning Tools

Merujuk pada fenomena penyebaran Covid-19 yang kian masif mempengaruhi proses pembelajaran, maka akademisi perlu mengadopsi atau memilih teknologi yang efektif. Melibatkan TIK secara efektif dan efisien dalam proses pembelajaran akan mendukung revolusi pendidikan menuju pencapaian tujuan pembelajaran abad 21. Penelitian ini bertujuan untuk mengajukan inovasi metode pembelajaran during untuk mencapai kognitif, psikomotorik, dan karakter siswa berbasis TIK di SMA Negeri 1 Batu. Adapun platform pembelajaran daring yang digunakan dalam penelitian ini yaitu google classroom dan google meet. Tidak hanya itu penggunaan media sosial dijadikan sebagai learning tools yaitu instagram. Dengan mengintegrasikan penggunaan google classroom, google meet, dan instagram ini maka dapat mempermudah guru maupun siswa dalam proses pembelajaran daring. Pengintegrasian tersebut memberikan pendidikan karakter disiplin, keaktifan, pencapaian kreativitas, melek informasi, berkolaborasi, dan tanggung jawab siswa. Sehingga inovasi metode ini dapat dijadikan alternatif dalam pembelajaran daring.

PERSONIFICATION OF STUDENTS INDEPENDENT WORK ON THE FORMATION OF THE ABILITY TO SOLVE COMPUTATIONAL PROBLEMS ON THE BASIS OF AUTOMATED TRAINING AND DIAGNOSTIC SYSTEM

2018 ◽  
pp. 26-32
Author(s):  
N. I. Pak ◽  
E. V. Asaulenko
Keyword(s):  
Diagnostic System ◽  
Educational Process ◽  
Box Model ◽  
Self Management ◽  
Practical Implementation ◽  
Learning Tools ◽  
Theoretical Rationale ◽  
E Learning ◽  
Independent Work ◽  
Selection Of

The relevance of the study under consideration is due to the need to increase the efficiency of students independent work in solving computational problems. A theoretical rationale is proposed and the practical implementation of an automated training and diagnostic system for the formation of skills to solve problems according to the “white box” model is described. The leading idea of the study is the construction of mental schemes for a given topic, which allow to visualize the dynamics of changes in the learner’s level of ability to solve computational problems. The methods of accounting for forgetting educational information and methods of personalized selection of tasks are substantiated. The site for self-management of user independent work is available at the link: http://msbx.ru. The materials of the article are of practical value for teachers who use e-learning tools in the educational process.

Pengembangan perangkat pembelajaran dengan menggunakan pendekatan keterampilan proses untuk meningkatkan hasil belajar mata pelajaran التربية الجسمية bagi siswa kelas XI IPA MAN I Kota Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 115
Author(s):  
Sudar Kajin
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Bone Structure ◽  
The Body ◽  
Process Skills ◽  
Hormonal Changes ◽  
Learning Tools ◽  
Body Structure ◽  
Use Of Resources ◽  
The Look

Growth and development of the child have the nature of a thorough and intertwined relationships between components (health, nutrition, and environment). In general, child development can be grouped into three areas, namely cognitive, affective, and psychomotor, whereas biological growth which includes a change in the body structure. Body structure regarding the changes in bone structure, especially the long bones that have an impact on changes in body size, whereas changes in bodily functions is a result of hormonal changes that affect the physiological function .. The purpose of this development are: 1) Describe the product feasibility study التربية الجسمية for grade XI IPA at MAN I Mojokerto 2) Describe the development of learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto From the results of this development can be concluded: 1) results of expert validation and testing, the model approach process skills is fit for use for subjects of Physical Education, Sport and Health, because the products developed are not revised by experts but from the results of questionnaire of students stated that require revision are: (a) Improve the look model or change the learning strategy, and (b) improve the use of resources in implementing the model. 2) Product development learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto. From the class of the test increased learning completeness of Pre and Post Tests Tests are respectively 77.78% increase to 91.67%.

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

Penerapan Rinfo Sebagai Media Pendukung Untuk Proses Pembelajaran Pada Perguruan Tinggi Raharja

CCIT Journal ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 101-115
Author(s):  
Untung Rahardja ◽  
Khanna Tiara ◽  
Ray Indra Taufik Wijaya
Keyword(s):  
Learning Process ◽  
Human Life ◽  
Learning Tools ◽  
Integrated Learning ◽  
Civilizing Process ◽  
The World ◽  
The Future ◽  
Two Factors ◽  
Life Education ◽  
New Generation

Education is an important factor in human life. According to Ki Hajar Dewantara, education is a civilizing process that a business gives high values ??to the new generation in a society that is not only maintenance but also with a view to promote and develop the culture of the nobility toward human life. Education is a human investment that can be used now and in the future. One other important factor in supporting human life in addition to education, which is technology. In this globalization era, technology has touched every joint of human life. The combination of these two factors will be a new innovation in the world of education. The innovation has been implemented by Raharja College, namely the use of the method iLearning (Integrated Learning) in the learning process. Where such learning has been online based. ILearning method consists of TPI (Ten Pillars of IT iLearning). Rinfo is one of the ten pillars, where it became an official email used by the whole community’s in Raharja College to communicate with each other. Rinfo is Gmail, which is adapted from the Google platform with typical raharja.info as its domain. This Rinfo is a medium of communication, as well as a tool to support the learning process in Raharja College. Because in addition to integrated with TPi, this Rinfo was connected also support with other learning tools, such as Docs, Drive, Sites, and other supporting tools.

PENGEMBANGAN SILABUS DAN RPP MELALUI PEMBINAAN PROFESIONAL DENGAN PENDEKATAN KOOPERATIF BAGI GURU SMPN 21 AMBON

2015 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Ida Kurnia L
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Tools ◽  
Cooperative Approach ◽  
Asking Questions ◽  
Classroom Action Research

The background of this research is the incapacity of teachers in developing syllabi and lesson plan (RPP). This research is a classroom action research (CAR) at SMP 21 Ambon which aims to improve the competence of teachers in developing the syllabus through professional development with cooperative approach. The study was conducted in two cycles involving collaborators. These results indicated that the ability of teachers/participants in understand-ing of the syllabus and lesson plan (RPP) increased, from an average of 65.31% to 78.75%. The activity teacher/participants also increased which is marked by the increasing boldness of teachers in asking questions and raising such issues and increased cooperation of teachers in developing learning tools, especially for teachers in one subject cluster.Keywords : learning syllabus, lesson plans, Classroom Action Research (CAR).

UPAYA PENINGKATAN KEMAMPUAN GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) MELALUI SUPERVISI KLINIS DI SEKOLAH DASAR NEGERI 001 PANIPAHAN KABUPATEN ROKAN HILIR

2018 ◽  
Vol 2 (3) ◽  
pp. 324
Author(s):  
Iskandar Iskandar
Keyword(s):  
Action Research ◽  
Teacher Competence ◽  
Learning Tools ◽  
Average Value ◽  
Planning Implementation ◽  
Grade 3 ◽  
Rating Category ◽  
Good Rating

This school action research (PTS) aims to improve teachers' ability in making RPP through clinical supervision.This research is conducted in four stages, namely planning, implementation, observation and reflection, anddone in two cycles. The first cycle of researchers directly observed the increase in teacher competence in makingRPP. Results from the observation of the overall teacher's RPP assessment in cycle I showed a mean score of72,1% with good rating category. In cycle II the average value of teachers in making RPP is 86% with thecategory of assessment is very good. The improvement of teacher's RPP assessment per cycle also increased, ieclass I, II, IV, and V teachers showed an increase in scoring score of two points or 16,7 ,. while grade 3 andgrade 6 teachers showed an increase of one point or 8,4%. This proves that the implementation of clinicalsupervision can improve the competence of teachers in the preparation of learning tools.

PENERAPAN METODE PEMBERIAN TUGAS UNTUK MENINGKATKAN KEMAMPUAN GURU DALAM MEMBUAT PERANGKAT PEMBELAJARAN SD NEGERI 001 EMPAT BALAI KABUPATEN KAMPAR

2018 ◽  
Vol 2 (1) ◽  
pp. 82
Author(s):  
Marzuki Marzuki
Keyword(s):  
Action Research ◽  
Learning Tools ◽  
Learning Tool ◽  
Assignment Method ◽  
Planning Implementation ◽  
Classroom Action Research ◽  
Teacher Ability

This research is a classroom action research conducted at SD Negeri 001 Empat Balai, this research is basedon: (a) lack of ability of teacher in making learning device; (b) learning devices are only used as a complementand not for teaching needs; and (c) some teachers again if they are asked the learning device answer has no orhas not made it. Based on this research, researchers conducted research by applying the method of assigningtasks to improve the ability of teachers in making learning tools. This study was conducted in two cycles, eachcycle is implemented based on four stages: planning, implementation, observation, and reflection. The results ofresearch indicate that the ability of teachers in making learning devices increases. This is seen in the first cycleof 59% with good enough category and in the second cycle increased to 76% with Excellent category. Based onthis data, it can be concluded that the application of assignment method can improve teacher ability in makingSD Negeri 001 Empat Balai learning tool.

MENINGKATKAN KEMAMPUAN GURU DENGAN BERBANTUAN KEGIATAN WORKSHOP DALAM MENYUSUN PERANGKAT PEMBELAJARAN DI SUNGAI MAJO KECAMATAN KUBU

2019 ◽  
Vol 3 (3) ◽  
pp. 447
Author(s):  
Sulmi Sulmi
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Primary Schools ◽  
Average Score ◽  
Learning Tools ◽  
Average Value

This research was motivated by the weakness of teachers in compiling learning devices in the Primary school of Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The action to be taken is to provide a workshop on the formulation of learning devices in Primary schools. The results of the study show, in the assessment of the first cycle syllabus, The average value obtained by the Sungai Majo Elementary School 006 teacher is 67 with sufficient categories. While teachers at Elementary School 002 Teluk Nilap get an average score of 69 in the good category. cycle II, the average syllabus for teachers in Sungai Majo Primary School 006 was 89 with very good categories. While the teachers of Elementary School 002 in the Teluk Nilap amounted to 90 with very good categories. Whereas the assessment in the RPP of the first cycle, teachers in Elementary School 006 Sungai Majo and SDN 002 Teluk Nilap received the same score, which amounted to 67.14 with sufficient categories. After the second cycle, Sungai Majo Primary School 006 got an average score of 90 with a very good category, while the teachers of Elementary School 002 Teluk Nilap scored 91.42 with a very good category. With the results of this study, it can be concluded that with the help of workshops, it can improve the ability of teachers to develop learning tools in the Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. 

PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate)

2018 ◽  
Vol 19 (2) ◽  
pp. 68
Author(s):  
Raden Sudarwo ◽  
Yusuf Yusuf ◽  
Anfas Anfas
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Sense Of Self ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Learning Tools ◽  
Constant Number ◽  
Self Sufficiency ◽  
Student Independence

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency. Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.

ANALYSIS OF STUDENT ACTIVITIES ON COMPUTER - A STUDY ON PUNJAB UNIVERSITY, INDIA

2012 ◽  
Vol 3 (3) ◽  
pp. 354-358
Author(s):  
Dr Gunmala Suri ◽  
Sneha Sharma
Keyword(s):  
Learning Activities ◽  
Information Collection ◽  
Learning Tools ◽  
Student Activities ◽  
Group Activities ◽  
E Learning ◽  
Faculty Department ◽  
Self Learning

The purpose of this research is to investigate and understand how students are using computer. The activities that a student undertakes with the help of computers which might be fulfilling some academic or non academic purpose, is of great interest. It will help in understanding the limitations and potentials offered by the technology for use of computer in classroom. This paper brings out the three major kinds of activities that students undertake with computer; self learning activities, Information collection tasks and communication and group activities. The study further analyses the effect of demographics i.e. gender, age and faculty (department) of students on the activities with computer. The results show that gender has no impact on the activities of students with computer. The age impacts only the activities related to Information collection by using computer where as the faculty of student significantly impacts all the activities viz. self learning activities, Information collection tasks and communication and group activities. The findings from this research can be used in designing future e-learning initiatives and development e-learning tools

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